Thursday, July 28, 2016

Rebecca Morgan for State Senate volunteer training Saturday

Yesterday, Wednesday July 27th, Rebecca met with a group of teachers to LISTEN to us in the tranquility of a downtown backyard garden, because she VALUES educators. Becky clearly wants to foster and support the process of educating a community so that it can function justly, with inclusion and recognition for all the people who make us who we are: a democratic nation governed by rule of law and an ethic of civility, a nation of innovators in both technical and humanistic endeavors, and a nation that is responsive to the perpetually self-refreshing spirit of life that blesses us all.

Look at Rebecca's FaceBook page for a volunteer training 7-30-2016.

Wednesday, July 27, 2016

Thomas Merton

       “The beginning of love is the will to let those we love be perfectly themselves, the resolution not to twist them to fit our own image. If in loving them we do not love what they are, but only their potential likeness to ourselves, then we do not love them: we only love the reflection of ourselves we find in them”
Thomas Merton, No Man Is an Island

When Frances identified Anais Ninn as the person who said "we see the world as we are, not as it is" I started looking for other quotes.

Michael Pollen writes that bio-diveristy is nature's hold on survival.  Difference is how nature survives plagues, disasters.

Maybe we can extrapolate that cognitive diversity is humanity's hold on its own survival, it seems others have done so before us...

As a teacher, in the sense of Mertin and Ninn, I work hard for my students, to be a mirror rather than a projector.


Something to learn, anyone want to investigate this with me?

"The Dunning–Kruger effect is a cognitive bias in which relatively unskilled persons suffer illusory superiority, mistakenly assessing their ability to be much higher than it really is. Dunning and Kruger attributed this bias to a metacognitive inability of the unskilled to recognize their own ineptitude and evaluate their own ability accurately. Their research also suggests corollaries: highly skilled individuals may underestimate their relative competence and may erroneously assume that tasks which are easy for them are also easy for others."  wikipedia

What does the Dunning-Kruger effect mean for teachers in the classroom when it comes to working with students who may not know where they stand in relation to the material at hand and the abilities of their peers?

It would be fun to write investigative instruments and maybe design some research to learn more about the Dunning-Kruger effect.  If anyone out there is looking for a topic, here's a beauty!

Tuesday, July 26, 2016

Intentional Community: why I teach part "N"


If our un-intentional community simply ignores suffering and refuses to respond charitably to society’s injustices, the maybe we should build….
Intentional Community 

David Morgan told us his aunt traveled the world on her summers off.  She never saved a dime for retirement.  Each year she planned a lavish vacation to exotic places. She drew out all her money and went.  She spent what she had, on what she wanted. She saw the whole world.  She never married or had children.  She worked for many years, and retired when they made her, before she felt ready.  Retirement for Mr. Morgan’s aunt was a big step.  Much bigger than anyone else could have known.  Well, I disagree, anyone who cared about her and watched her over the years would have guessed her plan.  She died the year she retired, like the next day after her last day of school.

We were packing up after playing the song circle, and Peter seemed distant, a little flustered and stressed.  His usual efficient ways were hyper effective and we tried to give the big man his space.  Once we got on the road Peter’s steady hand on the wheel calmed him down, yes I said that right, driving helps Peter maintain when he is anxious.  When he’s calm, he is more receptive to chatter, and he took in David’s story.  We were celebrating the start of our own summer vacations, and none of us was taking a cruise.  We were all looking for summer jobs, like we always did.  David told us about his aunt.

After we dropped David and Vicky at their house, helped them trundle in the floor harp and baby grand piano, and said our goodnights, Peter cracked.  His reaction to the story about David’s aunt needed to see the light of day, he had to get that out of his head.  That was when I brought up Epicurus for the first time.  Peter is a person who does remember the Sixties.  He knew enough to separate the party down drugs and promiscuity from the legitimate political struggles, and invested himself accordingly.  His father was a lion of secrecy, clearances and intrigue as were others in that family, so Peter kept it on chill.  Looking back, he was a radical.  At the time, he was fairly moderate.  I was in grade school, and thought the protestors and hippies were the same thing.  Then I got an education at the university and was never complacent again.

Teachers in the 1990s, over 40 and realizing that like pirates, our occupational hazard was our occupations didn’t exist anymore (Thank you, Jimmy Buffet):  we had jobs and tried to be employees, but teachers are what they do, so fit is everything.  When the military industrial complex swallowed up the schools in our country, teachers became the enemy.  And the tactics were brutal.  “Psy-Ops” – blacklisting, creating psychiatric labels and disabling medical cures, stealing and then accusing the victims of theft, enlisting peers and students to set-up and drive out other teachers, we had seen it happen and it was happening to both of us. That’s when we started talking about building an intentional community that would be a school, like Summerhill. 

Click on the image to play the movie.  2008, 2 hours and 20 minutes (posted on the homepage of this blog - still working out tech to add in elements here)

 I made the leap, and bought the property in Aztec, New Mexico.  We were not, definitely not, interested in a commune.  I started reading Solviva, and planning for a greenhouse and garden.  Others had their contributions figured out.   We wanted a lot of privacy from each other, no counter-cultural romantic or whacky spiritual crap unless it were strictly private and not a community matter, and a commitment to live and let live with many shared meals and musical evenings always available to anyone who wanted to be there with us.

Things didn’t turn out the way I planned them.  The timeline was staggered, I was first and the others planned to come the following summer.  We communicated a lot on the phone.  As I described interactions with my new principal and neighbor I didn’t realize the effect this information would have on my friends.  The antics of humans who have too much power and too little accountability are notorious, and in a poor state fraught with corruption and nepotism, the events I described put even the seasoned educators I knew on alert.  If the kind of mindset that I was experiencing was “normal” our vision of a school and community started to look too idealistic for the place I had settled. 

I had fallen under the “enchantment” part of the New Mexico dream and having given up everything to come here, could not wake up.  I could not bear to face the fact that I was stranded in a hostile place with no way to escape.  It is possible to orient your life to truth and beauty, so realizing that was all I could do, I started a deep education on ethics, religion and philosophy.  I worked my tail off to find a way to be at peace, even though I am not sure how much time I will be allowed to live in my home with my family – I still need to have moments of respite from this daunting inevitability.  Of course I did normal things like try therapy, but in the end it was reading, writing and reflecting with a couple of old friends that saved me from living in the depths of despair 24/7.  Of course I am desperate and sad and lonely, but that’s not my home base. All I know is that I have to find a home, and if it’s not an external, concrete place then it will have to be an internal abstraction. And that kind of salvation is hard to sell to others.

No one came to live here, there is no school, no farm and I don’t even have a job anymore.  I’m pretty sure I’ve been blacklisted from the teaching profession, and called names and accused of crimes so vile only my best, old friends will speak to me anymore.  Everyone from my yoga teacher to the teachers’ union to the lawyers who say the will take my case and then never call me back, to my whole entire teacher family that has disowned and disinherited me out of fear and the shame survivors often suffer – if you look at that pie chart,[another graphic element I can't mange to put here, find in at School of Life, on their youtube channel vid, Suicide] things are not so good in my world.  If I did have a chemical imbalance, would I be here typing out this essay? 

If the hard, cruel world could kill me, likewise, I’d be dead.  My circumstances make people shun me, distrust me and scrutinize the most innocent requests or remarks I might make, things that are never pathologized when others ask for or say them. I am isolated, both physically, intellectually and emotionally, but I’ve found ways to cope.  I need to teach, it’s more than a job and I’m more than an employee, and it’s hard to accept that I am unlikely to be allowed to teach anymore. But I'm no quitter, and even if I do get it why people give up, there are ways to keep on.  Truth and Beauty.

“I feel like I’ve drowned, think I’ll head uptown.” 

                                                                        Jimmy Buffet A Pirate Looks at Forty

Monday, July 25, 2016

Can I help out?

If any of you out there needs a reader for your academic writing, I have time and would be pleased to read for you.

Likewise, if you need help once school starts with any kind of classroom support, please let me mark papers or do anything that would make your life easier at school.

I would love to sub, or volunteer, but I have to face reality and accept that I would probably not be allowed to sub or volunteer.  I am letting go as much as possible, but if I can be useful to any of you, please invite me to share in your work.

Review "the Girls" Emma Cline



Anyone up for a summer read?  Emma Cline's novel, The Girls, 2016, takes the reader back in time to the 60s scene, California, and a family.  The Manson Family.  

Cline uses other names for the people, who really lived and killed, but her factual account describes them in the novel making clear, Cline has a deep understanding of the evidence and what happened to the people who died.  Readers like me are amazed at how aptly Cline is able to show us how romantic ideals and notions of “the good life” made these girls into prostitutes and killers.  The really chilling part is that Cline’s insights into her first-person character’s heart are still so true.  Any woman honest about the pressures to find and be somehow with the right man, or in this case, woman, will see herself and be glad it’s 2016 and she is probably not a teenager.

This book is explicitly sexual.  Don’t read it if that stuff is offensive to you.  But if you’re on the fence, trust Cline’s reserve and skill, she won’t embarrass you – you may not pass the book to your husband, and that can be ok.  A private space in our lives for entertaining ideas we would rather keep to ourselves isn’t too much to ask, is it?


The Girls is a page-turner.  Read this book when you have a day to yourself, preferably at a tropical resort far from the sixties and California.  No spoiler here, but if you were alive when the Manson family was killing people, you know a fear that never goes away.  Cline reminded me of that fact in a delicious escape from my own reality that surprisingly in the end put me right back in my own real world.


Sunday, July 24, 2016

comprehension? Use the same task for both reading and writing assignments, an idea...

8 Target Précis

Here's me making a genuine call for collaboration to the ILI2016 fellows of the Bisti Area Writing Project!

Following is a paper I am working on, all because of a STUDENT JOURNAL I came across a few days ago.  The author went through a roller-coaster of a school year, but her voice is compelling even years later.  The things that happened to "susan" when told next to her own stories, and then set in context of the written publications of both her teacher and her principal/guidance counselor, should send shock waves down the spine of any sentient human being alive.  No kid should be exploited like Susan was, but I want the actual writing of the three people to tell this story - does anyone have time to bat around a few ideas about format, audience and permissions?

Author:  Grace Valentine

Title: Three-way reflection: student, teacher and principal writing

Publication date:  Not for publication at this time

Genre: Ethnographic study, journal article

Major Claim: This evidence suggests that licensing and hiring agencies pay closer attention to the published writings of school administrators and teachers when evaluating their qualifications and effectiveness.

Audience: educators, legislators in charge of education, educational news publications and blogs, school district hiring managers, parents, students

Tone: Reserved, plain-spoken, distressed

Purpose: Find concrete methods to evaluate fitness and effectiveness, to protect vulnerable students from exploitation and underservice in their school experiences.

Abstract


A student’s interactive journal, a teacher’s master’s thesis and a principal’s dissertation are analyzed for appropriateness to the task, and for credibility of claims and support.  A narrative describing events that took place between the teacher, student and principal is then presented, to make Valentine’s case, that demonstrated competencies including published writings, be components of effective evaluation of educators.
Grace you are so articulate.
I've been so busy writing dry boring research.  It's so hard for me to write, period.
I think of LaMott and gain courage.
Blank spaces fill up with technical language & APA style.
Thinking about writing from the perspective of a 3 year old.  It's difficult being three.  I feel my nephews pain. I feel his joy.
Vicki, on vacation, still trying to write her research paper with small children all around.

Thursday, July 21, 2016

DIET an economy of terms to teach theme

Dignity
Integrity
Empathy
Tolerance

These four terms can be used to help students nail down the nebulous "themes" in literary works.  Not to be reductionist, but the absence or denial, or the redemptive presence of any of these four qualities in literary works are the influences that must come to bear if conflicts are to be reported accurately or resolved literarily.

When I ask student to find the major claim in a text, they know that theme is synonymous with claim in fictional texts.  They are ready to analyze in a way that reflects deep comprehension of an author's message, in both fictional and nonfictional texts.

Students are asked to study these DIET terms independently for an initial period of time.  I give credit, but don't take credit away for non compliance.  Then I start referring to the terms in class, in the context of the popular 8-Target Hunting comprehension task students learn and seem to enjoy year after year.  Students want to learn the terms, and are now given some texts to help them along.

The following is an example of a text I would use at this point in a year's curriculum.

Charity

Doing for another what he or she cannot do without your help


Tolerance is an act of charity.

Some of us feel hard pressed to tolerate the RNC, the DNC and the whole political process.  Our feelings can be discouraging, but we can try not to feel bad.

1.     We can come to terms with the inevitability of corruption and suffering little people endure at the hands of the government.
2.     We can be restrained and say little when our friends spew hatefulness on any one, candidate or not.
3.     We can meet anger, dishonesty and even danger with dignity.
4.     We can be kind and not judge those who cannot themselves be kind and nonjudgmental.

What about tolerating people who are different, say younger or older?

Some of us feel that we need to fix people, help them grow up or grow old, according to our own ideas of what it means to be a little person or a little old person.  The problem is:

1.     Everyone has a unique experience of life
2.     Your opinions grow out of your experiences
3.     Opinions can be helpful, but there’s no sure fit when giving your opinions to others

Accepting the rough spots between you and others who are younger or older than you is a way to demonstrate tolerance.

Forcing charity on someone who doesn’t need it can be insulting.  Patronization and condescension deprive others of their independence, their dignity. 

Anonymous acts of charity might be helpful when someone really needs help but is too proud to ask or accept it.


Charity is karma.  Everyone is on the wheel, giving and taking as long as they exist. Charity is good karma.